Defense of the dissertation of Salimova Raigul Sabyrovna for the degree of Doctor of Philosophy (PhD) in the educational program «8D02201 - Philosophy»

L.N. Gumilyov Eurasian National University, a dissertation defense for the degree of Doctor of Philosophy (PhD) by Salimova Raigul Sabyrovna on the topic «Philosophy of education and digitalization: system-organizational and epistemological aspects» in the educational program «8D02201 – Philosophy».

The dissertation was carried out at the «Philosophy education department» of L.N. Gumilyov Eurasian National University.

The language of defense is russian

Official reviewers:

Zholdubayeva Azhar Kuanyshbekovna – Doctor of Philosophy, Professor of the Department of Religious Studies and Cultural Studies of the Kazakh National University named after al-Farabi (Almaty, Republic of Kazakhstan);

Toktarov Yermek Baurzhanovich – Doctor of Philosophy (PhD), Head of the Center for Digital Social and Humanitarian Sciences of the Institute of Philosophy, Political Science and Religious Studies (Almaty, Republic of Kazakhstan).

Temporary members of the Dissertation Council:

Kuranbek Asset Abaiuly – Candidate of Philosophical Sciences, Associate Professor, Head of the Department of Philosophy at the Kazakh National University named after Al-Farabi (Almaty, Republic of Kazakhstan);

Uyzbaeva Anar Asanovna – Doctor of Philosophy (PhD), Associate Professor at Astana IT University (Astana, Republic of Kazakhstan);

Arystambayeva Svetlana Andreyevna – Candidate of Philosophical Sciences, Researcher at the Research Institute of State and Law named after Gayrat Sapargaliev (Astana, Republic of Kazakhstan).

Scientific advisors:

Nurmanbetova Dzhamilya Nusupzhanovna – Doctor of Philosophy, Professor of the Department of Philosophy of the Eurasian National University named after L.N. Gumilyov, Academician of the National Academy of Sciences of the Republic of Kazakhstan (Astana, Republic of Kazakhstan);

Urazalieva Gulshat Kulumzhanovna – Candidate of Philosophy, Associate Professor of the Russian State Humanitarian University (Moscow, Russian Federation).

The defense will take place on July 08, 2025, at 11:00 AM in the Dissertation Council for the training direction «8D022 – Humanities» in the educational program «8D02201 – Philosophy» of L.N. Gumilyov Eurasian National University. Conducting a meeting of the dissertation council in a mixed (offline and online) format.

Link: https://clck.ru/3MTNCi

Conference ID: 678 160 9970

Access Code: 12345

Address: Astana, 6 A. Yanushkevich St., Building No. 4, Room 106.

Abstract (English): General characteristics of the work: The dissertation examines the process of transformation of education in the era of digitalization from the standpoint of systemic-organizational and epistemological analysis aimed at understanding the foundations, identifying contradictions and outlining the prospects for the development of modern philosophy of education. The relevance of the research topic is determined by the large-scale challenges of the digital era, among which the key one is the acceleration of technological innovations, requiring flexible reorganization and adaptation of university ecosystems to new conditions. The digital transformation of the educational environment affects systemic, organizational and epistemological changes in the cognitive process, which necessitates a comprehensive, integrated and interdisciplinary analysis. The object of this research is the philosophy of education and digitalization processes. The subject of the research was the systemic-organizational and epistemological aspects of the transformation of education in the context of digitalization. The aim of the dissertation is to study the transformation of education in the context of digitalization through the prism of epistemological and system-organizational analysis aimed at identifying the foundations, contradictions and prospects for the development of modern philosophy of education in the digital age. Research objectives: 1) to consider the philosophy of education as a methodology for studying the education system, identifying its metatheoretical foundations and conceptual framework; 2) to conduct a historical and philosophical analysis of the evolution of educational models, tracing the main stages of their formation and change under the influence of socio-cultural and technological factors; 3) to explore the epistemological aspect of digitalization of education, determining the impact of digital technologies on the processes of generation, transmission, assimilation and ways of existence of knowledge in the modern social space; 4) to identify the systemic and organizational configuration of digitalization of education through a historical analysis of the formation of various university models, as well as through an analysis of key parameters of the digital maturity of universities using the example of a number of Kazakhstan universities; 5) to determine the impact of digital technologies on the transformation of the modern education system by analyzing changes in cognitive approaches, forms of education and educational institutions; 6) to predict the prospects for the development of the philosophy of education in the digital age, considering possible scenarios for its evolution. Research methods: The use of comparative analysis allows us to identify different approaches to understanding the role of philosophy of education in research practice. Dialectics is used as a method, as well as methods of critical analysis and hermeneutics for interpreting educational concepts. The analysis of historical and philosophical approaches to education allows us to trace the development of educational models from traditional to modern digital formats. A comparative historical method is also used to study the influence of philosophical paradigms on educational systems of different eras. To analyze the epistemological transformations caused by digitalization, the author used methods of cognitive philosophy and philosophy of science in this research. Particular attention is paid to the analysis of the nature of knowledge in the digital age, the role of technology in the formation of new forms of knowledge, as well as issues of reliability and verification. The study of the systemic and organizational configuration of digitalization of education includes systemic analysis and a cybernetic approach, allowing us to consider digitalization of education as a complex system. The use of structural and functional analysis helps to identify key elements of digital educational environments and their interaction. An interdisciplinary approach is also used, including philosophical and technological analysis. The case study methodology for studying current examples of digital transformations in education and content analysis of scientific publications reflecting modern trends in this area allow us to concretize the research optics of the dissertation. In general, the methodological apparatus of the research combines philosophical, historical, systemic and analytical methods, which provides a comprehensive and multifaceted analysis of the philosophy of education in the context of digitalization. The degree of study of the research topic. In the history of philosophical thought, the question of the impact of technological innovations on culture and society has been raised repeatedly. Prominent thinkers such as E. Toffler, M. Heidegger and K. Schwab expressed concerns about the rapid development of technology and its consequences. These concerns concern not only social changes, but also the very understanding of human nature and culture. Michel Foucault in his works focused on power and knowledge, emphasizing that education as a social institution serves as a mechanism for controlling and normalizing behavior. The philosophy of education includes humanistic philosophy, which considers education as a process aimed at developing the individual and his internal potential. The key authors here are J.-J. Rousseau, J. Dewey, A. Maslow. Digitalization and education require the study of theories of media and technology, exploring their impact on consciousness, culture and the educational system. J. Baudrillard and N. Postman offer concepts for understanding changes in educational practices. The theory of the information society understands education in the context of the transition to an information society, here we rely on the works of M. Castells. Among Kazakhstani researchers involved in the philosophy of education, S.Zh. Edilbaeva can be singled out, who views education as a philosophical category, while focusing on its importance and role in the formation of personality. R.K. Turyszhanova emphasizes the loss of a holistic understanding of man as a subject of culture and morality. In her opinion, it is necessary to rethink the goals of education, focusing on the formation of a personality capable of moral choice and social responsibility. M.S. Ashilova analyzed the philosophy of education of the East and the West and emphasized the need for dialogue between them in order to create a holistic educational model. The main provisions submitted for defense: 1) Philosophy of education as a metatheory serves as a key tool for conceptual analysis and systemic reflection of educational ecosystems, as well as the formation of integrative theoretical and practical strategies for their optimization in the digital era. 2) The evolution of educational models can be considered from various criteria positions (chronological, geographical, methodological), explicating patterns of various kinds depending on the focus of the research analysis. A common feature of the process of educational evolution is continuous dynamics and a tendency towards complication, which inevitably leads to accompanying crises, the overcoming of which serves as a driving force for the development of the educational system. 3) Education in the epistemological aspect in the context of digitalization faces new challenges. Modern processes of digital transformation call into question traditional ideas about knowledge, its status, reliability, forms of existence and mechanisms of functioning. The introduction of digital technologies opens up new opportunities for the dissemination of knowledge, but at the same time reinforces existing social inequalities. 4) The systemic and organizational configuration of digitalization of education is a necessary condition for the successful integration of digital technologies into educational processes: digitalization is becoming a system-forming factor in the transformation of modern education, and the status of an educational institution depends on the degree of digital maturity. 5) Digital technologies are radically transforming the education system, promoting the growth of academic independence of students, the transformation of their thinking, the transition from academic to practical and the strengthening of interdisciplinary trends. 6) The perspective of educational philosophy in the digital age will increasingly focus on the regulatory function aimed at maintaining a balance between humanistic values and technological innovations. Description of the main results of the research: 1. It has been established that the philosophy of education acts as a fundamental intellectual field that forms the metatheoretical foundations for the analysis and reflection of educational processes and systems. It integrates not only theoretical and reflexive issues, but also functions as an applied methodology for designing educational strategies that takes into account the cultural and historical context and digital dynamics of modern society. In this sense, the philosophy of education manifests itself in the role of a metatheory that reveals the fundamental meanings and goal-setting of educational activities in the context of digital transformation. 2. Historical and philosophical understanding of the evolution of educational models allows us to penetrate deeper into the nature of the transformations that have occurred in education throughout various historical eras. This approach reveals the mechanisms of the influence of fundamental philosophical constructs and epistemological foundations on the dynamics of the development of educational systems in the context of changing socio-cultural and technological realities. 3. It is shown that the digital environment influences the ontological status of knowledge: it is decentralized, loses its previous objective status and becomes part of network interaction and digital construction of reality. At the same time, forms of social inequality are intensifying, caused by uneven access to digital educational resources. 4. An analysis of the level of digital maturity of some Kazakhstani higher education institutions was conducted, which revealed the predominance of models of levels II–III according to the criteria of digital maturity, while there is a clear focus on the transition to advanced stages of digital integration in the educational process. 5. It has been demonstrated that education in the context of digitalization functions as an open adaptive system in which the principles of hierarchy, subjectivity, control mechanisms and organizational regulations of the educational process change. 6. The necessity of philosophical reflection on the digitalization of education in the context of threats of technocratic shift of educational paradigms is substantiated. The perspective of the philosophy of education in the context of digitalization is aimed at ensuring a balance between humanistic values and technological innovations, preventing excessive technologization and alienation of the educational process. Justification of the novelty of the obtained results: 1. As a methodological paradigm, the philosophy of education is aimed at a comprehensive study of educational practice, including a systemic analysis of the social, cultural and civilizational context in which it is carried out; its methodological significance is manifested in the construction of strategies, principles and concepts necessary for the modernization and reform of educational systems. 2. Modern education is integrated into the fabric of the socio-cultural space, while the goals, forms and methodological procedures vary depending on the dynamics of political, economic and cultural paradigms that determine the current configuration of the educational landscape. 3. he epistemological transformation of knowledge under the influence of digital technologies is manifested in a change in its status, in a shift in the criteria of reliability and forms of knowledge, while at the same time revealing the dual role of the digital environment: as a resource for expanding access to knowledge and as a factor in strengthening new forms of social inequality. 4. A comparative analysis of the level of digital maturity of individual Kazakhstani universities, which revealed their current position mainly at levels II–III, opens up the prospect of moving to more advanced stages of digital integration and the dynamics of digital transformation in higher education in Kazakhstan. 5. igitalization initiates not only structural changes, but also a transformation of students’ thinking, enhancing practice-orientedness, interdisciplinarity and academic independence. 6. The development of modern philosophy of education in the digital age represents a transition to an updated form of educational reflection, within which digitalization acts not only as a technological process, but also as a fundamental basis for the transformation of the concepts of knowledge, truth, and educational reality. Theoretical and practical significance of the research: In this paper, the author examines the epistemological challenges that arise in the context of digitalization. This allows us to study changes in the nature of knowledge, methods of obtaining and disseminating it, as well as the impact of digital technologies on cognitive processes and cognitive practices. The results of the dissertation research can be applied to develop approaches to the integration of digital technologies into the educational process, and also used in the development of strategies for the digitalization of education, focused not only on technological efficiency, but also on humanistic principles. The findings have theoretical and practical significance for a multidisciplinary audience: philosophers, educational policy developers and IT specialists interested in developing ethically sound and socio-culturally adapted digital solutions. Compliance with scientific development directions or state programs: The topic of the dissertation corresponds to the priority direction of development of science of the Republic of Kazakhstan - 4. "Intellectual potential of the country", in the specialized scientific direction - 3. Interdisciplinary research and development in the field of social and humanitarian sciences. Description of the applicant's contribution to the preparation of each publication: The results of the dissertation research are reflected in 7 scientific articles, where the applicant is the first author: 1. Articles in international peer-reviewed scientific journals Web of Science Core Collection, Scopus – 1: - Salimova R.S., Nurmanbetova J.N., Kozhamzharova M.Zh., Manassova M.M., Aubakirova S.S. Philosophy of education in a changing digital environment: an epistemological scope of the problem // AI & SOCIETY DOI: https://doi.org/10.1007/s00146-024-01928-w 2. In publications recommended by the Committee for Quality Assurance in Science and Higher Education of the Ministry of Science and Higher Education of the Republic of Kazakhstan – 3: - Salimova R.S., Nurmanbetova D.N., Kozhamzharova M.Zh., Aubakirova S.S. Philosophical discourse of cognitive meanings of education // Bulletin of the Karaganda University. «History. Philosophy» series. № 3(107), Karaganda, 2022. стр. 373-379. DOI: https://doi.org/10.31489/2022HPh3/373-379 - Salimova R.S., Edilbaeva S.Zh., Kozhamzharova M.Zh., Aubakirova S.S. Metaphysical aspects of the virtual educational environment // Bulletin of the L.N.Gumilyov Eurasian National University. Series Historical Sciences. Philosophy. Religious Studies. ‒ 2024. ‒ V. 146. ‒ №. 1. ‒ P. 269-283. DOI: https://doi.org/10.32523/2616-7255-2024-146-1-269-283 - Salimova R.S., Kozhamzharova M.Zh., Aubakirova S.S. Philosophical analysis of models of education and educated person from Antiquity to the present day // Adam Alemi. – 2024. – №. 2 (100). – P. 3-12 DOI: https://doi.org/10.48010/aa.v100i2.343 3. In the collections of international scientific and practical conferences – 3: - Salimova R.S. Transformation of the educational system in the context of the post-non-classical paradigm // Proceedings of the International Scientific and Practical Conference "XIV Toraighyrov Readings", V. 4. – 2022. – P. 513-518 - Salimova R.S., Urazalieva G.K. Digitalization as a systemic change in the paradigm of education // Intelligentsia in the era of cardinal civilizational changes: Collection of scientific articles / Russian State Humanitarian University, Faculty of Sociology. – М.: RSHU, 2023. – P. 190-198 - Salimova R.S., Nurmanbetova D.N., Urazalieva G.K. Digital turn in the education system on the example of Kazakhstan and Russia // The Eurasian World: History, Culture, Values: Proceedings of the International Scientific and Practical Conference (May 12, 2023) – Astana: Kazakhstan branch of the Moscow State University named after M.V.Lomonosov, 2023. – P. 380-385 URL: https://elibrary.ru/item.asp?edn=amdvje&ysclid=m9hfgsbfli293959482 Structure of the dissertation: The dissertation consists of an introduction, two chapters, six paragraphs, a conclusion and a list of references. The total volume of the dissertation is 122 pages.

Dissertation

List of Scientific Works

Consultant's Review

Foreign Consultant's Review

Conclusion of the Research Ethics Committee

Official Reviewer's Review

Official Reviewer's Review